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A practical guide to becoming an instructional leader Updated to reflect changes and advances in the supervision of teachers, this highly respected text provides a comprehensive overview of the field of instructional supervision, including instructional development, curriculum development, and staff development. Throughout, the authors emphasize practice, particularly the supervisor's responsibilities as instructional leader.

Tabla de contenidos provista por Syndetics

• Preface(p. xi)
• Part I Nature of Supervision(p. 1)
• 1 Roles of the School Supervisor(p. 3)
• Objectives(p. 3)
• Supervision Defined(p. 3)
• Historical Approaches(p. 4)
• Varying Interpretations(p. 10)
• Problems That Complicate the Supervisory Role(p. 12)
• Who Are the Supervisors?(p. 14)
• Tasks of Supervision(p. 20)
• A Model of Supervision(p. 21)
• Through the Eyes of the New Teacher(p. 28)
• Summary(p. 29)
• Questions for Discussion(p. 29)
• Activities for Further Study(p. 29)
• Notes(p. 30)
• Bibliography(p. 31)
• 2 Issues in Supervision(p. 34)
• Objectives(p. 34)
• Numerous Unresolved Issues(p. 34)
• Issue 1 Is Supervision Necessary?(p. 39)
• Issue 2 For Whom Should Supervision Be Provided?(p. 43)
• Issue 3 Should the Supervisor's Authority Be Based on Expertise and Interpersonal Relationships or on Conferred Status and Decisionmaking Responsibilities?(p. 47)
• Issue 4 Should the Supervisor Be an Administrator?(p. 49)
• Issue 5 Is Supervision Staff Development?(p. 52)
• Issue 6 Is Supervision Curriculum Development?(p. 54)
• Issue 7 Is Supervision Evaluation?(p. 56)
• Issue 8 Should Supervisors Work with Groups of Teachers or with Individual Teachers?(p. 58)
• Issue 9 Should Supervision Be Carried Out by Supervisors Based in the Central Office or in the Individual School?(p. 60)
• Issue 10 Should the Supervisor Use a Directive or Nondirective Approach?(p. 69)
• Issue 11 Should School Systems Organize for Supervision by Employing Generalists or Specialists?(p. 72)
• Issue 12 Should There Be National Professional Standards for Teachers?(p. 77)
• Issue 13 Should the Role of Technology Positively Impact the Supervision Process?(p. 79)
• Issue 14 Should Multiculturism Be a Focus of Supervision?(p. 80)
• Through the Eyes of the New Teacher(p. 82)
• Summary(p. 83)
• Questions for Discussion(p. 84)
• Activities for Further Study(p. 84)
• Notes(p. 85)
• Bibliography(p. 86)
• Part II Leadership in Instructional Development(p. 89)
• 3 Helping Teachers Plan for Instruction(p. 91)
• Objectives(p. 91)
• Models of Instruction(p. 91)
• Classroom Planning: A Six-point Program(p. 93)
• Through the Eyes of the New Teacher(p. 124)
• Summary(p. 125)
• Questions for Discussion(p. 125)
• Activities for Further Study(p. 125)
• Notes(p. 127)
• Bibliography(p. 128)
• 4 Helping Teachers Present Instruction(p. 130)
• Objectives(p. 130)
• Research on Effective Teaching(p. 130)
• Steps in Implementation(p. 132)
• Selection of Resources(p. 133)
• Selection of Strategies(p. 135)
• Lesson Presentation(p. 142)
• A Checklist(p. 161)
• Through the Eyes of the New Teacher(p. 163)
• Summary(p. 164)
• Questions for Discussion(p. 165)
• Activities for Further Study(p. 165)
• Notes(p. 166)
• Bibliography(p. 167)
• 5 Helping Teachers with Classroom Management(p. 170)
• Objectives(p. 170)
• Discipline: A Serious Problem(p. 170)
• Causes of Behavior Problems(p. 174)
• Preventing Behavior Problems(p. 186)
• Correcting Behavior Problems(p. 195)
• Through the Eyes of the New Teacher(p. 208)
• Summary(p. 209)
• Questions for Discussion(p. 210)
• Activities for Further Study(p. 210)
• Notes(p. 211)
• Bibliography(p. 214)
• 6 Helping Teachers Evaluate Instruction(p. 219)
• Objectives(p. 219)
• Evaluation: An Essential Phase(p. 219)
• Preassessment(p. 220)
• Continuing Assessment(p. 221)
• Norm-referenced and Criterion-referenced Measurement(p. 223)
• Formative and Summative Evaluation(p. 230)
• Testing(p. 231)
• Evaluating Affective Objectives(p. 249)
• Other Evaluation Techniques(p. 251)
• Marking Student Achievement(p. 257)
• Reporting Student Achievement(p. 260)
• Through the Eyes of the New Teacher(p. 262)
• Summary(p. 263)
• Questions for Discussion(p. 263)
• Activities for Further Study(p. 263)
• Notes(p. 266)
• Bibliography(p. 267)
• Part III Leadership in Curriculum Development(p. 269)
• 7 Helping Teachers Plan and Implement Curricula(p. 271)
• Objectives(p. 271)
• A Model for Curriculum Development(p. 272)
• The Supervisor in Curriculum Development(p. 276)
• Approaches to Curriculum Development(p. 276)
• Continuing Problems of Curriculum Development(p. 295)
• Through the Eyes of the New Teacher(p. 307)
• Summary(p. 309)
• Questions for Discussion(p. 309)
• Activities for Further Study(p. 309)
• Notes(p. 311)
• Bibliography(p. 312)
• 8 Helping Teachers Evaluate Curricula(p. 315)
• Objectives(p. 315)
• Curriculum Evaluation: Essential and Difficult(p. 315)
• The Supervisor's Role in Evaluation(p. 318)
• Basic Research Concepts(p. 320)
• Types of Research(p. 324)
• Types of Evaluation(p. 325)
• Conducting a Curriculum Needs Assessment(p. 329)
• Evaluative Criteria(p. 334)
• Curriculum Mapping(p. 336)
• Teacher Participation in Research(p. 337)
• Evaluation of Materials and Studies(p. 338)
• State Assessment Programs(p. 342)
• Local Assessment Programs(p. 342)
• Through the Eyes of the New Teacher(p. 343)
• Summary(p. 344)
• Questions for Discussion(p. 345)
• Activities for Further Study(p. 345)
• Notes(p. 346)
• Bibliography(p. 348)
• Part IV Leadership in Staff Development(p. 351)
• 9 Helping Teachers through In-service Programs(p. 353)
• Objectives(p. 353)
• Supervision and Staff Development(p. 353)
• Assumptions about In-service Education(p. 360)
• Characteristics of Effective In-service Programs(p. 361)
• A Model for In-service Education(p. 362)
• Control of In-service Education(p. 376)
• Through the Eyes of the New Teacher(p. 379)
• Summary(p. 381)
• Questions for Discussion(p. 382)
• Activities for Further Study(p. 382)
• Notes(p. 383)
• Bibliography(p. 384)
• 10 Helping Teachers on a One-to-One Basis(p. 388)
• Objectives(p. 388)
• Formative Evaluation(p. 388)
• Clinical Supervision(p. 389)
• The Supervisor's Role in Clinical Supervision(p. 391)
• Models of Clinical Supervision(p. 394)
• Problems in Clinical Supervision(p. 409)
• Through the Eyes of the New Teacher(p. 415)
• Summary(p. 416)
• Questions for Discussion(p. 417)
• Activities for Further Study(p. 417)
• Notes(p. 418)
• Bibliography(p. 421)
• 11 Helping Teachers Work Together(p. 425)
• Objectives(p. 425)
• Living in Groups(p. 425)
• The Supervisor as Group Leader(p. 429)
• Group Process versus Group Counseling(p. 453)
• Training in Group Interaction(p. 454)
• Practice in Interaction Skills(p. 456)
• Provision of Group Therapy-type Sessions(p. 459)
• Through the Eyes of the New Teacher(p. 460)
• Summary(p. 461)
• Questions for Discussion(p. 462)
• Activities for Further Study(p. 462)
• Notes(p. 464)
• Bibliography(p. 466)
• 12 Helping Teachers Evaluate Their Own Performance(p. 469)
• Objectives(p. 469)
• Three Faces of Evaluation of Teacher Performance(p. 469)
• Competencies to Be Evaluated(p. 473)
• Using Evaluation Instruments(p. 491)
• Student Evaluations(p. 498)
• Parent Evaluations(p. 499)
• Through the Eyes of the New Teacher(p. 505)
• Summary(p. 506)
• Questions for Discussion(p. 507)
• Activities for Further Study(p. 507)
• Notes(p. 507)
• Bibliography(p. 508)
• Part V The Summative Dimension of Teacher Evaluation(p. 511)
• 13 Summative Assessment of Teacher Performance(p. 513)
• Objectives(p. 513)
• Summative Evaluation(p. 513)
• Problems in Summative Evaluation(p. 540)
• Through the Eyes of the New Teacher(p. 542)
• Summary(p. 543)
• Questions for Discussion(p. 544)
• Activities for Further Study(p. 544)
• Notes(p. 545)
• Bibliography(p. 546)
• Part VI Instructional Supervision: Evaluation and Change(p. 549)
• 14 Improving Instructional Supervision(p. 551)
• Objectives(p. 551)
• Role of the Supervisor: A Reprise(p. 551)
• Evaluation of the Supervisor(p. 553)
• Evaluation of the Supervisory Program(p. 557)
• Future Directions in Supervision(p. 560)
• Through the Eyes of the New Teacher(p. 572)
• Summary(p. 573)
• Questions for Discussion(p. 573)
• Activities for Further Study(p. 574)
• Notes(p. 575)
• Bibliography(p. 576)
• Credits(p. 1)
• Name Index(p. 1)
• Subject Index(p. 4)